Table Of Content

Mathematical Behavior R Journal of Mathematical Behaviour 24 (2005) 405-406 www.elsevier.com/locate/jmathb THE JOURNAL OF MATHEMATICAL BEHAVIOR VOLUME 24 2005 TITLE INDEX A O A mathematical competition as a problem solving and a math- On the pedagogical insight of mathematicians: ‘Interaction’ ematical education experience. Lucia Grugnetti and and ‘transition from the concrete to the abstract.’ Paola Francois Jaquet, 3-4: 373 Iannone and Elena Nardi, 2: 191 An investigation of statistical thinking in two different contexts: Detecting a signal in a noisy process and deter- P mining a typical value. Randall E. Groth, 2: 109 Peer interactions in a computer lab: reflections on results of a B case study involving web-based dynamic geometry Building bridges within mathematics education: Teaching, sketches. Margaret P. Sinclair, 1: 89 research, and instructional design. Susan Magidson, 2: 135 Planning teaching an unfamiliar mathematics problem: The role of teachers’ experience in solving the problem and € watching pupils solving it. Roza Leikin and Sally Kawass, Conditions for promoting reasoning in problem solving: 3-4: 253 Insights from a longitudinal study. John M. Francisco and Problem solving in technology rich contexts: Mathematics Carolyn A. Maher, 3-4: 361 sense making in out-of-school environments. Tom Lowrie, 3-4: 275 H Problem-solving, proving, and learning: The relationship How students structure their investigations and learn mathe- between problem-solving processes and learning opportu- matics: insights from a long-term study. Carolyn A. nities in the activity of proof construction. Keith Weber, Maher, 1: | 3-4: 351 How fragile is consolidated knowledge? Ben’s comparisons Proof validation in real analysis: Inferring and checking of infinite sets. Pessia Tsamir and Tommy Dreyfus, 1: 15 warrants. Lara Alcock and Keith Weber, 2: 125 L S Learning to teach high school mathematics: Patterns of growth Solution representations and pedagogical representations in in understanding right triangle trigonometry during lesson Chinese and U.S. classrooms. Jinfa Cai and plan study. Laurie O. Cavey and Sarah B. Berenson, 2: 171 Frank K. Lester, Jr., 3-4: 221 Students’ reflections on their learning experiences: lessons M from a longitudinal study on the development of Mathematical problem solving and learning mathematics: mathematical ideas and reasoning. John M. Francisco, What we expect students to obtain. Kazuhiko Nunokawa, 1:51 3-4: 325 Mathematical problem solving: What we know and where we : are going. Jinfa Cai, Joanna Mamona-Downs and Keith Weber, 3-4: 217 Teachers’ pedagogies and their impact on students’ mathe- Moving from rhetoric to praxis: Issues faced by teachers in matical problem solving. Kai Fai Ho and John G. Hedberg, having students consider multiple solutions for problems 3-4: 238 in the mathematics classroom. Edward A. Silver, Hala Teaching arithmetic to low-performing, low-SES first graders. Ghousseini, Dana Gosen, Charalambos Charalambous and Constance Kamii, Judith Rummelsburg and Amy Kari, |: Beatriz T. Font Strawhun, 3-4: 287 39 doi: 10.1016/S0732-3123(05)00053-2 406 Index/Journal of Mathematical Behaviour 24 (2005) 405-406 The evolution of mathematical explorations in open-ended problem- The place of problem solving in contemporary mathematics solving situations. Victor V. Cifarelli and Jinfa Cai, 3-4: 302 curriculum documents. Kaye Stacey, 3-4: 341 The identity of problem solving. Joanna Mamona-Downs and The powers and pitfalls of algorithmic knowledge: a case Martin Downs, 3-4: 385 study. Caroline Brayer Ebby, 1: 73 “st